Summary of Unit A brief snapshot, as if someone asked you to briefly and clearly describe the intent of the lesson or project.
During science TSW learn about the different plants and animals in the AZ desert. They will research predator and prey and interdependency among plants and animals. TSW decide how to portray their animal in a digital storybook stylized like Eric Carl's Brown Bear, Brown Bear.
Essential Questions What will guide student inquiry?
What are some of the plants and animals that exist in our local environment? In what ways do desert plants and desert animals depend on each other for survival?
Academic Standards Include technology. Use district standards where applicable, targeting performance objectives you will assess.
4.3.1 TSW justify their understanding of the interdependency of desert plants and animals that exist in the local environment by creating a digital story using iMovie.
4.3.3 TSW collaborate to describe how plants and animals within the local environment depend on each other. TSW create artwork and/or act out with props for a video story using digital camcorder and iMovie.
Objectives What will students learn and do?
TSW learn about the interdependency of desert plants and animals. They will research, write reports, take pictures with digital cameras and learn to import images into their reports, create artwork, decide how to present their animal in the digital storybook through either picture display, acting, or using props or something unique that we haven't thought of yet.
Assessment Checklist, Presentation, Oral Response, Rubric, Test, Quiz, etc.
Project Overview
Title: A Desert Story
Grade Level: 1st Grade
Subject Area: Science
Time Frame (when, duration): 4th quarter, 2 months
Description
Summer: Complete the first four sections
Workshops: Complete the entire proposal or modify to your district and/or school's guidelines
Arizona Content Standards may be found at:
http://www.ade.state.az.us/standards/contentstandards.asp
Language from Bloom's Taxonomy for describing student outcomes may be found at:
http://www.odu.edu/educ/roverbau/bloom/blooms_taxonomy.htm
A brief snapshot, as if
someone asked you to
briefly and clearly
describe the intent of the
lesson or project.
What will guide student
inquiry?
Include technology.
Use district standards
where applicable,
targeting performance
objectives you will
assess.
4.3.3 TSW collaborate to describe how plants and animals within the local environment depend on each other. TSW create artwork and/or act out with props for a video story using digital camcorder and iMovie.
What will students learn
and do?
Checklist, Presentation,
Oral Response, Rubric,
Test, Quiz, etc.
(e.g., content,
technology, etc.)
- Steps in the process
- Responsibilities
- Guiding
- Questions
- Student products
- Computers
- Software
- URLs
- ameras
- Presentation Device
- Handouts, Books
- Supplies, Other
- Location
- Teacher / Student roles
- Group Dynamics
- Interactions with experts,
other educators, etc.,
if applicable
Special Ed, Gifted, ELL